目的 探讨建立临床带教教师准入制度对提高临床护理教师教学能力的效果.方法 建立临床护理教师准入管理制度:制定临床带教教师资质条件,拟定具体实施方案及步骤并进行动态管理.结果 62名教师获得临床带教教师资格,1年后,教师理论小讲课、操作示范、护理教学查房评分分别为(88.17±5.02),(89.71±3.52),(87.11±3.66)分；1～2个月时,分别为(85.52±5.81),(86.61±5.13),(84.23±6.45)分,差异有统计学意义(t值分别为13.93,10.90,7.96；P＜0.01).1年后,教师的评判性思维能力总分和寻找真相、开放思想、分析能力、系统化能力、评判性思维自信心、求知欲6个维度得分分别为(311.10±28.58),(41.48±6.35),(45.05±4.08),(46.53±4.54),(41.47±5.62),(43.74±4.70),(48.71±5.60)分；1～2个月时,分别为(285.87±35.72),(38.68±6.17),(41.13±6.13),(41.94±6.94),(37.95±7.46) (39.23±7.16),(43.05±7.83)分,差异有统计学意义(t值分别为4.486,2.325,4.141,4.517,3.095,4.561,4.769;P ＜0.05).结论 临床带教教师准入制度能有效提高带教教师的教学能力,是医院护理教学管理的有效途径之一.
目的 探討建立臨床帶教教師準入製度對提高臨床護理教師教學能力的效果.方法 建立臨床護理教師準入管理製度:製定臨床帶教教師資質條件,擬定具體實施方案及步驟併進行動態管理.結果 62名教師穫得臨床帶教教師資格,1年後,教師理論小講課、操作示範、護理教學查房評分分彆為(88.17±5.02),(89.71±3.52),(87.11±3.66)分；1～2箇月時,分彆為(85.52±5.81),(86.61±5.13),(84.23±6.45)分,差異有統計學意義(t值分彆為13.93,10.90,7.96；P＜0.01).1年後,教師的評判性思維能力總分和尋找真相、開放思想、分析能力、繫統化能力、評判性思維自信心、求知欲6箇維度得分分彆為(311.10±28.58),(41.48±6.35),(45.05±4.08),(46.53±4.54),(41.47±5.62),(43.74±4.70),(48.71±5.60)分；1～2箇月時,分彆為(285.87±35.72),(38.68±6.17),(41.13±6.13),(41.94±6.94),(37.95±7.46) (39.23±7.16),(43.05±7.83)分,差異有統計學意義(t值分彆為4.486,2.325,4.141,4.517,3.095,4.561,4.769;P ＜0.05).結論 臨床帶教教師準入製度能有效提高帶教教師的教學能力,是醫院護理教學管理的有效途徑之一.
목적 탐토건립림상대교교사준입제도대제고림상호리교사교학능력적효과.방법 건립림상호리교사준입관리제도:제정림상대교교사자질조건,의정구체실시방안급보취병진행동태관리.결과 62명교사획득림상대교교사자격,1년후,교사이론소강과、조작시범、호리교학사방평분분별위(88.17±5.02),(89.71±3.52),(87.11±3.66)분；1～2개월시,분별위(85.52±5.81),(86.61±5.13),(84.23±6.45)분,차이유통계학의의(t치분별위13.93,10.90,7.96；P＜0.01).1년후,교사적평판성사유능력총분화심조진상、개방사상、분석능력、계통화능력、평판성사유자신심、구지욕6개유도득분분별위(311.10±28.58),(41.48±6.35),(45.05±4.08),(46.53±4.54),(41.47±5.62),(43.74±4.70),(48.71±5.60)분；1～2개월시,분별위(285.87±35.72),(38.68±6.17),(41.13±6.13),(41.94±6.94),(37.95±7.46) (39.23±7.16),(43.05±7.83)분,차이유통계학의의(t치분별위4.486,2.325,4.141,4.517,3.095,4.561,4.769;P ＜0.05).결론 림상대교교사준입제도능유효제고대교교사적교학능력,시의원호리교학관리적유효도경지일.
Objective To discuss the effect of admittance system for clinical nursing teacher on enhancing their teaching ability.Methods Admittance system for clinical nursing teacher was established,qualification of clinical teachers was formulated,specific implementation plan and steps were drafted and dynamic management was implemented.Results Sixty-two teachers got clinical teacher qualification.Score of their small theory lecture,operational demonstration,nursing teaching ward-round was (88.17 ± 5.02),(89.71 ±3.52),(87.11 ±3.66) after a year,and (85.52 ±5.81),(86.61 ±5.13),(84.23 ±6.45) after 1-2 months,and the difference was statistically significant (t =13.93,10.90,7.96,respectively; P ＜ 0.01).Score of teachers' critical thinking ability,seeking truth,open mind,analysis ability,systematizing ability,selfconfidence of critical thinking and desire for knowledge was (311.10 ± 28.58),(41.48 ± 6.35),(45.05 ± 4.08),(46.53 ±4.54),(41.47 ±5.62),(43.74 ±4.70),(48.71 ±5.60) after a year,and (285.87± 35.72),(38.68 ± 6.17),(41.13 ± 6.13),(41.94 ± 6.94),(37.95 ± 7.46) (39.23 ±7.16),(43.05 ± 7.83) after 1-2 months,with statistically significant difference (t =4.486,2.325,4.141,4.517,3.095,4.561,4.769,respectively;P ＜ 0.05).Conclusions The admittance system for clinical teachers,which can improve their teaching ability,is one of the effective approaches for nursing teaching management in hospital.
